ﷺ
نگاہِ شوق کا قبلہ مدینہ
الٰہی! ہم کو بھی دکھلا مدینہ
مری چشمِ تصوّر رو پڑی ہے
مری پلکوں پہ آ ٹھہرا مدینہ
سعادت سے ہیں یہ محروم اب تک
نِگاہوں نے نہیں دیکھا مدینہ
کہاں میں عبدِ عاصی اور وہ نگری
’’کہاں میں ہوں کہاں پیارا مدینہ؟‘‘
خدایا! آرزو بَر آئے میری
میں دیکھوں پیارے آقاؐ کا مدینہ
مری راہوں میں قدسی پَر بچھائیں
مری منزل بنے ، مکّہ ، مدینہ
مقامِ حسرت و توفیق یکجا
نجانے کیسے دیکھوں گا مدینہ
Qara’in - usually translated as circumstantial evidence - is a derived form of Arabic word " " قر ن which literally means a fact associated or accompanied with an event or circumstances. But when an event or circumstances discloses such associated or accompanied fact then such a fact becomes circumstantial evidence. Both proto-juristic and modern legal terms held circumstantial evidence for an evidence which is offered to prove certain attendant circumstances from which the existence of the fact at issue may be inferred. In Islamic Law, majority of jurists do not endorse Qara’in as an authoritative evidence, particularly, in offences leading to corporal punishments. On the other side, Ibn Farhun from Malikites and Ibn Qayyem from Hanbalites terms it equal to the direct evidence of Iqrar and Shahadah. It is not very strange that Dr. Anwarullah, a prominent Muslim scholar and Prof. Robert Preach are of the opinion that circumstantial evidence is, after all, more authentic even than the aforesaid two evidences. Herbert Broom- a western legal expert- also says that certain hidden facts can be deducted from the mode of a relevant act or to some extent it is modus operandi which gives birth to a circumstantial evidence. In this shortened article the juristic opinion of some early and contemporary legal experts has been discussed as to judge the legal mode and authenticity of circumstantial evidence.
Teacher Performance Appraisal has been considered an assessment tool among majority of teachers in Pakistan (Ali, 1998; Jaffer, 2007; Khalid, 2007). This study aimed to identify the required changes that could make appraisal as a tool for Teachers' Professional Development. The study was conducted in Star School (pseudonym), a secondary school in Karachi, Pakistan. The research was qualitative in nature using phenomenological approach. The seven research participants were selected through purposive sampling. Data was collected during an eight week-period through semi-structured interviews, focused group discussion and document analysis. Interviews were audio recorded and transcribed, documents such as policy and procedures were also analysed. The findings reveal that appraisal supports towards the knowledge and skill enhancement of the teachers if the appraisal scheme and tools are understood by the teachers. The two purposes of appraisal; summative and formative may not be easy to disconnect in Star School (a secondary school) but the focus of appraisal can be shifted from accountability to developmental appraisal through incorporating self-evaluation of teachers as part of existing appraisal scheme in order to develop teacher-ownership into the appraisal process. This sense of ownership offers an effective basis for stimulating change and development. However, this process also necessitated initiatives for developing expertise in appraisers and a practice-shift to connect appraisal practices with teacher professional growth. This study also recommends inclusion of self-appraisal for teachers in existing appraisal process. This study holds significance for various audiences directly or indirectly in the organisation I work for. The study could help in strengthening the appraisal scheme and it could also enable Head teachers in further in improving appraisal scheme. For the other researchers at AKU-IED, this study could give a kick-start on exploration of TPA as a professional development tool for teachers in Pakistan.